Teachers and the Covid 19 pandemic – Identifying individual and school factors that predict successful professional adaptation (TeaCop)

教师和 Covid 19 大流行 â 确定预测成功职业适应的个人和学校因素 (TeaCop)

• 批准号: 470251387
• 负责人: Professorin Dr. Uta Klusmann
• 金额: --
• 依托单位: Abteilung Lehr- und Lernqualität in Bildungseinrichtungen (LLiB)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/470251387?language=en
• 关键词: Teachers; Covid; 19; pandemic; Identifying

Teachers have a special responsibility during the Covid19 pandemic. With school closures in March 2020, they have had to abruptly adapt to unprecedented forms of distance learning and support their students' learning in the home environment. Surveys with students, parents, and teachers alike show a wide range of how well teachers managed to cope with these challenges in terms of their instructional performance and well-being. However, there are currently hardly any studies available that examine factors that can explain these differences between teachers. Furthermore, existing studies on teachers' behaviors during the pandemic are cross-sectional surveys, almost exclusively examine the quantity of learning opportunities provided by teachers. In contrast, little is known about the quality of the teachers' instructional behaviors.Therefore, the TeaCop study will use longitudinal data first to describe how teachers adapt to the pandemic-related challenges, considering their well-being and the quality of their instruction. Second, we will explore which individual and contextual factors explain differences in successful adaptation. We will make use of a currently ongoing longitudinal study, the DFG-funded study COACTIV-ExpeRt. In the longitudinal study, more than 800 mathematics (future) teachers were investigated during their induction phase and beyond (T1 to T3, 2007 to 2011) regarding their professional competence, their general cognitive abilities, their personality, and their well-being. In 2019 the participants were investigated again with around ten years of teaching experience (T4). The TeaCop study will be scheduled for the summer/fall of 2021. It includes an online teacher and school survey. With the (a) teacher survey, the quality of teachers' instructional activities during the pandemic will be measured using teacher self-assessments and evaluations of samples of the teachers' learning materials during distance learning. The evaluation will be based on the well-established basic dimensions of instructional quality: the potential for cognitive activation, the provision of learning support, and organizational support. In addition, we will investigate teachers' occupational well-being. For the (b) school survey, teachers will be asked to recruit up to 10 of their colleagues to collect school-level data on important school characteristics. Through this wealth of personal and context-related data from the participants before and during the pandemic situation, it is possible to describe changes in teachers' professional experience and behavior during the pandemic and identify personal and context-related conditions for successful adaptation. Thus, the study can make an important contribution to understanding how teachers successfully adapt to the challenging situation of the pandemic. This is particularly important to prevent the risk of increasing educational inequity during a pandemic.

在Covid 19大流行期间，教师负有特殊责任。随着2020年3月学校关闭，他们不得不突然适应前所未有的远程学习形式，并支持学生在家庭环境中学习。对学生、家长和教师的调查显示，教师在教学表现和幸福感方面科普这些挑战的能力很强。然而，目前几乎没有任何研究可以解释教师之间的这些差异。此外，现有关于疫情期间教师行为的研究都是横断面调查，几乎只考察教师提供的学习机会的数量。相比之下，教师的教学行为质量却知之甚少。因此，TeaCop研究将首先使用纵向数据来描述教师如何适应与流行病相关的挑战，考虑他们的幸福感和他们的教学质量。其次，我们将探讨哪些个人和背景因素解释成功适应的差异。我们将利用目前正在进行的纵向研究，DFG资助的研究COACTIV-ExpeRt。在纵向研究中，800多名数学（未来）教师进行了调查，在他们的入门阶段及以后（T1至T3，2007年至2011年），他们的专业能力，他们的一般认知能力，他们的个性，和他们的幸福。2019年，再次对参与者进行了调查，他们有大约10年的教学经验（T4）。TeaCop研究计划于2021年夏季/秋季进行。它包括在线教师和学校调查。通过（a）教师调查，将通过教师自我评估和远程学习期间对教师学习材料样本的评价来衡量教师在大流行病期间的教学活动质量。评估将基于教学质量的既定基本维度：认知激活的潜力，提供学习支持和组织支持。此外，我们将调查教师的职业幸福感。对于（B）学校调查，教师将被要求招募最多10名同事来收集有关重要学校特征的学校层面数据。 通过参与者在疫情发生前和疫情发生期间提供的大量个人和背景相关数据，可以描述教师在疫情期间的专业经验和行为变化，并确定成功适应的个人和背景相关条件。因此，这项研究可以为了解教师如何成功地适应这一大流行病的挑战性局势做出重要贡献。这对于防止大流行期间教育不平等加剧的风险尤为重要。